Tag » paper

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  Addressing Culturally and Linguistically Diverse Students: Overrepresentation in Special Education: Guidelines for Parents

  1/24/09 - Alfredo Artiles, Beth Harry, Equity Alliance at ASU

  Do bias or inappropriate practice play a role in the placement of culturally and linguistically diverse students in special education? Is the representation of low-income students in special education programs larger than their representation in the school population at your child’s school? If the answers to these questions are yes, it is possible your child’s school may be facing a problem that is called “overrepresentation” in its special education programs. This paper is one of...

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  Immigration Then and Now: Old Face, New Story

  1/5/09 - Rene Galindo, Equity Alliance at ASU

  This paper is one of the brief practitioner oriented pamphlets called On Points produced by the National Institute for Urban School Improvement (NIUSI). The current wave of immigration is creating such an upheaval, and caught in this emotional jumble are first generation immigrant students. These students are being raised and educated in the United States and are developing understandings of their place within the nation and what it means to be an American. This On Point is designed to...

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  Racial Disproportionality in School Disciplinary Practices

  1/24/09 - William Drakeford, Equity Alliance at ASU

  This paper is one of the brief practitioner-oriented pamphlets produced by the National Center for Culturally Responsive Educational Systems (NCCRESt). Racial disproportionality in school disciplinary practices has a long history, and still continues today. This brief discusses zero-tolerance policies and their disproportionate use with low SES and minority students

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  Making the Case for P-3

  1/19/09 - Kristie Kauerz

  "Prepared for the W.K. Kellogg Foundation by the Education Commission of the States, this paper presents a concise and highly operational definition of P-3 (pre-K through grade 3), outlines key guiding principles and provides a compelling case for "why P-3 now?" To that end, the study includes arguments from both research and experience that address: How P-3 benefits children in the early years and early grades, How P-3 makes education reform more child-friendly, How P-3 benefits state and...

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  A collective responsibility, a collective work: Supporting the path to positive life outcomes for youth in economically distressed communities

  1/14/09 - Tsoi-A-Fatt, R.

  This paper presents a picture of risk and challenge for youth in distressed communities and outlines how these communities can band together to create a continuum of supportive activities to bolster youth’s success in school and life.

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  A framework for developing and sustaining a Part C finance system

  1/5/09 - Greer, M., Taylor, A., Mackey Andrews, S.D., The National Early Childhood Technical Assistance Center

  This paper summarizes the fiscal challenges that this legislation presents and proposes a framework for analyzing, adjusting, and maintaining a flexible and self-regulating finance system to support Part C early intervention services for infants and toddlers and their families. The framework design features four phases of work to help agencies understand the issues and make informed decisions for on-going development and support of a Part C finance system.

• A Manual for Writers of Term Papers, Theses, and Dissertations

  1/1/67 - Turabian, K.
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  A next social contract for the primary years of education

  1/9/10 - Lisa Guernsey, Sara Mead

  "We, as a nation, are doing a very good job of squandering human potential and making life harder for all Americans as a result. This has to stop. If our government, at the local, state, and federal level, does not start investing in education systems that reach children before kindergarten, and if it does not get serious about providing children with high-quality instruction throughout the earliest years of their schooling, it is wasting taxpayer dollars, ignoring decades of research and...

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  Accounting for resource use at the school-level and below: The missing link in education administration and policy making

  1/5/09 - Dwight Denison, Leanna Stiefel, William Hartman, Michele Moser Deegan

  "In this paper, we analyze the challenges involved in establishing a system to track costs at the school, grade, and subject level that will fit the needs of both internal and external users. To begin, we review the literature on cost accounting that is relevant to micro-level costs and the research that analyzes sub-district level resources. Next, we describe general challenges that arise in reporting at the level of the school and below and we then discuss school-level reporting in...

• Acquisition of simple and complex knowledge: a knowledge gap perspective [computer file]

  1/1/05 - Le Heron, Judy, Sligo, Frank

  This paper assesses university students' acquisition of simple and complex knowledge, in exploring whether the knowledge gap hypothesis (KGH) with its origins in community-based research into people's informal learning from mass media, provides insights into students' acquisition and retention of information. The KGH posits that attempts to equalise knowledge within a community by releasing new information into it often either has no such effect, or even worsens knowledge inequities. The...

• Addressing the Achievement Gap Between Minority and Nonminority Children by Increasing Access to Gifted Programs

  1/1/04 - Olszewski-Kubilius, Paula, Lee, Seon-young, Ngoi, Mephie

  Project EXCITE is a collaborative program of a university-based gifted center and local school districts designed to prepare gifted minority elementary and middle school students for advanced tracks in math and science in high school. This paper describes the characteristics and components of the EXCITE program and gives data regarding the academic and school achievement of participating students over the past 3 years. Results showed that most of the students were retained in the program...

• Addressing the Achievement Gap Between Minority and Nonminority Children by Increasing Access to Gifted Programs

  1/1/04 - Olszewski-Kubilius, Paula, Lee, Seon-Young, Ngoi, Mephie, Ngoi, Daphne

  Project EXCITE is a collaborative program of a university-based gifted center and local school districts designed to prepare gifted minority elementary and middle school students for advanced tracks in math and science in high school. This paper describes the characteristics and components of the EXCITE program and gives data regarding the academic and school achievement of participating students over the past 3 years. Results showed that most of the students were retained in the program...

• At Risk Children in Resegregated Schools: An Analysis of the Achievement Gap

  1/1/03 - Ipka, V. W.

  Historically, political and social forces have strategically converged to directly influence the formulation and implementation of education policies that seek to equalize educational opportunities for members of minority groups. Such has been the case with school desegregation efforts. Since the 1954 Brown Decision, powerful interest groups have sought and secured the assistance of the courts in providing legal support in abandoning desegregation initiatives. Unfortunately, fifty years...

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  Bitter pill, bitter formula: Toward a single, fair, and equitable formula for ESEA Title I, Part A

  1/1/10 - Raegen T. Miller, Cynthia G. Brown

  "The Center for American Progress proposes in the paper that follows a new funding formula for ESEA Title I, Part A, also known as Title I-A, the largest elementary and secondary program operated by the Department of Education. The program provides school districts serving concentrations of low-income students with funding with the aim of enhancing these students’ educational experience. The formula needs revision because there is much confusion about the four distinct formulas in current...

• Closing the Gap: Enhancing Student Outcomes in an Urban Professional Development School

  1/1/04 - Klingner, Janette K., Leftwich, Suzette, van Garderen, Delinda

  The purpose of this paper is to provide an account of changes in student achievement at one urban elementary school involved in an eight-year partnership with a University. The school first became involved with the University through a research project designed to support the school's efforts at restructuring and soon became a full-fledged Professional Development School (PDS). Students' scores on high-stakes assessment measures were the primary data sources. These scores are presented in...

• Coincidence or conspiracy? Whiteness, policy and the persistence of the Black/White achievement gap

  1/1/08 - Gillborn, David

  Adopting an approach shaped by critical race theory (CRT) the paper proposes a radical analysis of the nature of race inequality in the English educational system. Focusing on the relative achievements of White school leavers and their Black (African Caribbean) peers, it is argued that long standing Black/White inequalities have been obscured by a disproportionate focus on students in receipt of free school meals (FSMs). Simultaneously the media increasingly present Whites as race victims...